Looking back on what worked and what didn’t in your Teaching Awards is a useful way to improve how you run awards in the future and will allow you to share what you’ve learned with others.
One useful activity post-awards will be to look at the responses to your awards and the spread across campuses and subjects who got involved in the awards to see if there are any significant gaps in participation which could be addressed in future projects.
Looking at the demographics of the students participating (and those who are not participating) in the awards, whether they are young or mature, domestic or international, part-time or full-time, or distance learners will also help you to target the promotion of future awards, but also see which students may be disengaged from the work of your students’ association more generally.
Looking at what worked and what didn’t in your awards project will also help you or others improve future awards projects. One of the key things the project participants said they would do differently was the timing of their awards nominations process and the awards ceremonies.
A number of institutions had problems with engaging all of their students in the nominations process and therefore the awards. Some found a lack of engagement from specific schools such as medicine, and others found problems with engaging distance learners on those on overseas campuses. Ensuring that information on the awards reaches all learners is important, but thinking about what different groups of students value in teaching and incorporating awards to reflect this may help to engage these groups.